Abstract
Abstract: the purpose of present study was to investigate the role of psychological capital and organizational citizenship behavior in predicting job burnout of elementary exceptional school teachers. Research type was Correlation. Population of study includes all Exceptional elementary school teachers ...
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Abstract: the purpose of present study was to investigate the role of psychological capital and organizational citizenship behavior in predicting job burnout of elementary exceptional school teachers. Research type was Correlation. Population of study includes all Exceptional elementary school teachers in Kermansha 2014-2015 Academic year. All teachers (N=108) selected as sample .instruments was psychological capital (Luthanz, 2007), organizational citizenship behavior (Pvdsakf, 1999) and job satisfaction (Barry Field & Ruth, 1951) questioners. Data were analyzed using descriptive statistics, Pearson correlation and linear regression stepwise method. Correlation analysis explored that there is a significant positive relationship between dimensions of psychological capital with dimensions of burnout. Also significant relationship between organizational citizenship behavior (Except Chivalry) with depersonalization and personal accomplishment obtained. There is a significant negative relationship between chivalries with job burnout. The findings indicated that chivalry and resiliency can predict ٪27 of variant of emotional exhaustion. More over results showed that psychological capital, civility and chivalry can predicts ٪39 & ٪25 of variant of depersonalization and personal accomplishment in teachers’ .findings indicated the importance of psychological capital and organizational citizenship behavior in predicting burnout in teachers.
Alimohammad Naemi
Abstract
The aim of the present study was to investigate the effectiveness of positive thinking training on the alexithymia and self- forgiveness of the mothers of children with learning disabilities of Sabzevar in 2017. Semiexperimental pretest-posttest with control-group was used for this study. 34 mothers ...
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The aim of the present study was to investigate the effectiveness of positive thinking training on the alexithymia and self- forgiveness of the mothers of children with learning disabilities of Sabzevar in 2017. Semiexperimental pretest-posttest with control-group was used for this study. 34 mothers of children with learning disabilities 6-12 years old were randomly selected and replaced in two groups. After conducting the pre-test using the Torento alexithymia scale (TAS-20) and self-forgiveness scale of Wohl, Deshea & Wahkinney. The experimental group received positive thinking training during twelve sessions 75 minutes, and then the post-test was conducted. Data were compared using covariance analysis. The results showed that positive thinking training increased the Self-Forgiveness and components (Self-Forgivenessf feelings and actions, Self-Forgiveness beliefs) and decreased alexithymia with components (diffculty in identifying feelings, diffculty in describing feelings, and externally oriented thinking). Accordingly, positive thinking training is an effective intervention program for helping mothers of children with learning disabilities.
Mohamad Javad Ranjbar; sajjad basharpoor; naser sobhi gharamaleki; Mohammad Narimani
Abstract
The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and ...
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The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.
naser yoosefi; bantolHoda karimipoor
Abstract
The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental ...
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The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental and control groups. The statistical population consisted of parents of physical-motor disabled children with records in the Welfare Organization of Pol-e Dokhtar County in 2017. Samples were selected using the convenience sampling method and randomly put into two 16-subject groups namely the experimental and control groups. Training the Mindfulness-Based Stress Reduction Program (MBSR) was presented to the experimental group in 8 two-hour sessions per week, but the control group did not receive any training. Both groups were assessed by Dumka's Parenting Self Efficacy Measure (PSAM) and Harrington's Frustration Discomfort Scale (FDS) a week before the first session, a week after the last session, and 30 days later. The results of repeated measures multivariate analysis of variance (RM-MANOVA) indicated that the training program had an effect on the improvement of parenting self-efficacy and frustration tolerance; and the experimental group had a mean higher than the control group at the post-test and follow-up stages (P<0.0001). Findings of the present study provided a clear perspective on the use of new mindfulness treatment in reducing psychological problems and presented a desirable basis for implementing this training program and method in the prevention and investigation of interpersonal problems.
Fatemeh Mashhadi gholamali; Leila Zoghi
Abstract
Aim: The aim of this study was to investigate the relationship between communication skills with cognitive abilities, problem-solving, and psychological well-being and the mediating role of mindfulness in these relationships as a model for mothers of students with autism spectrum disorders. Method: For ...
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Aim: The aim of this study was to investigate the relationship between communication skills with cognitive abilities, problem-solving, and psychological well-being and the mediating role of mindfulness in these relationships as a model for mothers of students with autism spectrum disorders. Method: For this purpose, applied research of descriptive-correlation type with structural equation design was conducted. The study population consisted of 571 mothers whose children with autism spectrum disorders were studying in special schools for autism (11 schools) and schools for autism spectrum disorders (5 schools) in Tehran and were responsible for the birth and maintenance of their children. Among the above schools, 7 schools were selected by random cluster sampling method and the mothers of all students with autism spectrum disorders in these schools, whose number was 230, were considered as a sample group and were given the Cognitive Abilities Questionnaire of Nejati (1392), problem-solving style of Cassidy & Lang (1996), psychological wellbeing of Ryff (1989), communication skills of Queen Dam (2004), and mindfulness of Brown & Ryan (2003). Results: The results of data analysis using the structural equation statistical method showed that the research model has a good fit. In addition, communication skills, both directly and indirectly through mindfulness, have a positive and significant relationship with the cognitive abilities, problem-solving, and psychological wellbeing of mothers of students with autism spectrum disorders (P <0.05).
Sayed Reza Fallahchai; Arefeh Moazen Jami; Maryam Fallahi
Abstract
The aim of this study was to investigate the relationship between parental stress, religious coping and marital adjustment in the parents of autistic children. The sample consisted of 124 mothers and fathers with autistic children who were selected from the available population in Mashhad. Data were ...
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The aim of this study was to investigate the relationship between parental stress, religious coping and marital adjustment in the parents of autistic children. The sample consisted of 124 mothers and fathers with autistic children who were selected from the available population in Mashhad. Data were collected from demographic information questionnaire, short form of Parenting Stress Index, Religious Coping Activity Scales, and Marital Adjustment Scale that the validity and reliability of those were collected in Iran. A descriptive correlation design was employed in this study. For data analysis, Pearson correlation test and stepwise regression were utilized. The results showed that there is a positive relationship between parental stress and positive religious coping with marital adjustment, and there is a negative and significant relationship between negative religious coping with marital adjustment. Therefore, it seems that parental stress and religious coping variables are important and effective factors in the marital adjustment of autistic children's parents.
Ehsan Toofaninejad
Abstract
The use of new technologies such as virtual social networks (VSN) in learning environments, in addition to the impact on learning, has provided solutions that were previously difficult to implement. This is doubly important in the field of people with special needs. The aim of this study was to investigate ...
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The use of new technologies such as virtual social networks (VSN) in learning environments, in addition to the impact on learning, has provided solutions that were previously difficult to implement. This is doubly important in the field of people with special needs. The aim of this study was to investigate the effect of VSN as an enriching medium on the communication skills of deaf and hard of hearing (DHH) students and also to introduce the social network analysis (SNA) technique. The research method was quasi-experimental with pre-test, post-test design and the statistical population was all DHH students in the 9th grade in Tehran in the academic year 2017-2018 who enrolled in DHH schools. The data collection tool was a name-generating questionnaire with verified validity and reliability. SNA was used to analyze the data. The results showed that there is a significant difference between DHH students' academic relationships after attending and educational activities in VSN. Therefore, VSN can have a positive effect on increasing DHH students' interaction and academic relationships.
Fariba Abedi; Ebrahim Namani
Abstract
The aim of the present study was to investigate the mediating role of perceived social support and vitality in the relationship between psychological capital and life expectancy in women with mentally-motor disabled children in Neishabur city. The present research method is descriptive and correlation ...
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The aim of the present study was to investigate the mediating role of perceived social support and vitality in the relationship between psychological capital and life expectancy in women with mentally-motor disabled children in Neishabur city. The present research method is descriptive and correlation type. The research population was all women with mentally and physically disabled children in Neishabur city in 2021 then 205 of whom were available as a statistical sample. To collect data, Zimet et al.'s perceived social support (1988), Snyder et al.'s life expectancy questionnaire (1991), Lutans psychological capital questionnaire (2007), and Ryan and Frederick's vitality questionnaire (1997) were used. Pearson's correlation test and path analysis were used to analyze the data. The results showed that psychological capital had a direct effect on life expectancy (0.89) and indirectly through social support on life expectancy (0.04) (p-value <0.01). Also, the results indicated that vitality did not play a mediating role in the relationship between psychological capital and life expectancy in women with mentally-motor disabled children (p-value<0.05). Based on the findings of this research, it can be concluded that the relationship between psychological capital and life expectancy of women with mentally-motor disabled children is not a simple linear relationship and social support can mediate this relationship.
Asgar Alimohamadi; karim abdolmohamadi; Abolfazl Gadami
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
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Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
shahrooz nemati; Kiyomars Taghipour; Fatima Alizadeh Maralani
Abstract
Abstract The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based ...
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Abstract The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based Instruction, and specific learning disability with impairment in mathematics from web the Data, between 1996- 2017 was conducted in accordance with research objectives to executed current study. Among 36 studies carry out, the majority of researches (25 studies) were performed on subjects with a math disorder from 5 to 12 years of age and at grade 1-6. Experimental design studies (with 25 frequency) are the most frequent among different types of studies. in the same vein the inclusive education classroom (with 15 frequency), Exceptional or rehabilitation of learning disabilities centers (with 9 frequency), special class (with 8 frequency) and practice center (with 4 frequency) are the most used training placements, respectively. In procedure of Implementing of schema-based instruction (in regular and individualized classes) is the most commonly used (with 26 frequency). The effectiveness of schema- based word problem solving instruction on the depend variables of math fluency (accuracy and fluent in math problem solving), acquisition and generalization are measured respectively, in 36, 16 and 11 studies. The result studies indicate that the schema- based instruction effectiveness on the dependent variables have been approved.
nasim javidipour; mareih dehghan
Abstract
Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with ...
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Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with attention deficit hyperactivity disorder. The present study was experimental with pretest, posttest, and control group design. The statistical population of the study included male children with attention deficit hyperactivity disorder in the city of Yazd in the autumn and winter of 2018-19. In this study, the sample size was 30 people (15 people in the experimental group and 15 people in the control group) but after the intervention of 2 parents in the experimental group and 2 parents in the control group, they refused to continue the intervention. The parents of the children in the experimental group received eight seventy-five-minute intervention sessions of the parents’ behavioral training model (Barkley) for one month. The applied questionnaires in this study included the attention deficit hyperactivity disorder questionnaire (Brock, Clinton, 2007) and the emotional regulation questionnaire (Shields & Cicchetti, 1997). The data of 26 parents were analyzed by the ANCOVA method using SPSS-23 software. The results showed that the parents’ behavioral training model (Barkley) has a significant effect on the emotional regulation of the children with attention deficit hyperactivity disorder (p<0.001). According to the findings of the present study, it can be concluded that the parents’ behavioral training model (Barkley) can be sued as an efficient method to increase emotional regulation in the children with attention deficit hyperactivity disorder by employing training appropriate methods to decrease the children’s abnormal behavior, the skill of showing positive attention to the children, methods of making positive interaction and managing inappropriate behaviors and the skills of positive attention.
hossein malekmohammadi; jhanet hashemi; shahla pezeshk; gholamreza sarami
Volume 4, Issue 13 , December 2014, , Pages 81-102
mohammadreza zoghipaidar; abolghasem iaghobi; safdar nabizadeh
Abstract
Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were ...
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Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were selected byusing available sampling as a participating in the study. For screeningand data collection, were used family-school questionnaire (Midget, 2000), parent Conner’s rating scale (Connors, 1998 ) Parental Stress Scale (Barry and Jones,1995), theRaven Intelligence Scale for children and self-made academic performance test. descriptive statistics such as mean and standard deviation andinferential statistical such as correlation and stepwise regression analysis was used to analyze of data. The results showed that there is a positive andsignificant relationship between academic performance of students with ADHD andparent’s instrument approach but parental stress and parent’s controlling approach aresignificant negative correlation with academic performance of their children.The results showed that parental stress and parent’s controlling approach could have significantly to predict the academic performance of students with ADHD. Parentalstress was also the best predictor of their academic performance. The findings indicate that although child with ADHD could have many challenges for parents however with educating parents and get help from counselors and psychologists can improverelations between children and parents and helped them to achieve better academic results.
Zeinab Abedi Daryooni; La'ya Bashash
Volume 3, Issue 10 , March 2013, , Pages 93-112
Abstract
Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The ...
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Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The statistical population of this research consistsof all students with mild intellectual disability and typically developingstudents of elementary schools of Shiraz in the academic year of 2010-2011. 733students, 339 with mild intellectual disabilities and 393 normal students, agedbetween 7 and 11 years old are selected as sample from elementary schools ofShiraz. The instrument of the study is the Griffith Empathy Measure (Dadds& et al, 2008). The scale has three dimensions; affectional, cognitive andgeneral. Parents of the sample students are asked to complete the questionnaire.The reliability of the scale is studied by test-retest reliability (affectioal α=.66, cognitive α= .57, and general α= .71). The validity is confirmed byinternal consistency. The study achieved the following results: 1) there is nosignificant difference between the two groups in the affectional empathydimension. In contrast, results indicate significant difference in thecognitive and general dimensions, because the typically developing students hadhigher scores in the cognitive and general dimensions than students withintellectual disabilities. 2) In the affectional dimension, females achievedhigher scores than males. 3) In the general empathy dimension, females withoutdisability had higher scores than males with intellectual disability
Maliheh Shahrestani; Abolfazl Karami; Mohsen Doostkam; Amir Hossein Alimohammadi
Volume 3, Issue 9 , April 2013, , Pages 93-110
Abstract
The Effectiveness of Hope Therapy on Improving Depression and Quality of Life among Mothers of Intellectual Disability Children
This study aims at investigating the effectiveness of hope therapy on improvement of depression and quality of life among mothers of intellectual disability children. ...
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The Effectiveness of Hope Therapy on Improving Depression and Quality of Life among Mothers of Intellectual Disability Children
This study aims at investigating the effectiveness of hope therapy on improvement of depression and quality of life among mothers of intellectual disability children. The research procedure is quasi-experimental with pre-test and post-test design and control group. Research population consists of mothers of intellectual disability whose children have been students of 28 exceptional schools in the academic year of 2011-2012 in Mashhad. 30mothers of intellectually disable children are selected by using multistage cluster sampling and are and randomly assigned in two experimental (15 persons) and control groups (15 persons). The experimental group receives hope therapy training for 6 sessions. The data are gathered by using Beck Depression Inventory-Õ and the brief form of quality of life questionnaires. Questionnaires are completed by both experimental and control groups in three stages before, after and 4 weeks after the intervention (follow-up phase). The results are analyzed with Moncova using SPSS 18 software. The Moncova analysis results show that there is significant difference between average scores of experimental and control groups in both post-test and follow-up stages )P<0/001). As a conclusion, hope therapy training is quite effective in improving depression and quality of life in mothers of intellectually children.
Ali Esma’ili; Mas’oud Qorbanalipour
Volume 2, Issue 6 , June 2012, , Pages 95-134
Abstract
Objective: The purpose of this study is to determine the effect of increase in social interest on reducing problems of children with ADHD.
Method: The present study is a quasi-experimental research conducted with pretest, posttest, and follow-up control group design. To this end, 31 individuals, who ...
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Objective: The purpose of this study is to determine the effect of increase in social interest on reducing problems of children with ADHD.
Method: The present study is a quasi-experimental research conducted with pretest, posttest, and follow-up control group design. To this end, 31 individuals, who visited clinics in Urmia and were diagnosed with this disorder, were selected through convenience sampling and were divided randomly into experimental and control groups. Conners’ rating scale was used as the pretest for both groups. The experimental group attended 15 training sessions about development of sense of belonging and social interest. On the other hand, the control group remained uninvolved. The same scale was administered to both groups as posttest and a three-month follow-up. The covariance analysis was used to analyze the data.
Results: The results show that ADHD symptoms are significantly reduced in the control group which was encouraged to increase its social interest.
Conclusion: The results of the present study emphasize the fact that developing the sense of belonging and social interest is the essential part of any treatment or guidance program for children with Attention Deficit Hyperactivity Disorder
َAlireza Bakhshayesh; Kazem Barzegar; Vajihe Moradi Ajani
Abstract
This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing ...
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This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing in Yazd, among them 32 students were selected via cluster multistage random sampling and then divided into experimental and control groups. The assessment tools included Wechsler Intelligence Scale for Children-Revised (WISC-R), Reading and Dyslexia Test and the Clinical Interview Form. Data were analyzed through covariance analysis. The results showed that working memory training can improve reading performance of students with reading disability (p<0/001). According to research results, Working Memory Training can be used as an intervention method to improve the reading performance of Students. Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance
zahra gholmi; shokoh navabinejad; ali de;avar; abdollah shafi abadi
Volume 4, Issue 16 , September 2014, , Pages 97-116
Abstract
The aim of this research was to survey the effectiveness of positivism group training program on increasinghappinessandhardiness among mothers of blind children. The research method was semi-experimental one, based on pretest - posttest with control group. Statistical population included all the mothers ...
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The aim of this research was to survey the effectiveness of positivism group training program on increasinghappinessandhardiness among mothers of blind children. The research method was semi-experimental one, based on pretest - posttest with control group. Statistical population included all the mothers who had a blind childin the city of Tehran. These children were studying in blinds schools of Tehran. The sample included 30 mothers of fore mentioned population. These mothers were selected according topurposeful sampling method and they were randomly assigned into two groups (15 in experimental group and 15 in control group). The experimental group was taught positivism in 10 sessions. The subjects in experimental and control group were assessed in 2 stages (pretest and posttest) by happinessandhardiness questionnaire. The achieved data were analyzed by the covariance analytical statistic method. The research results showed that positivism group training program was effective on increasing happinessandhardiness among mothers who had a blind child (P≤0.05). The people with more hardiness have higher levels of happiness.
Adel Mohamadzade; Amir Ghamarani
Abstract
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) ...
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The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.
Kambiz Pshneh; Ali akbar Khusravi; Maryam Mahdavi
Volume 1, Issue 1 , April 2011, , Pages 99-112
Abstract
This semi- experimental study was conducted to investigate the effect of virtual instruction in students with hearing loss.Using a pretest-posttest control group design, 24 fifth grade elementary students were selected by multistage random sampling and then assigned in to two equal size experimental ...
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This semi- experimental study was conducted to investigate the effect of virtual instruction in students with hearing loss.Using a pretest-posttest control group design, 24 fifth grade elementary students were selected by multistage random sampling and then assigned in to two equal size experimental and control groups. The virtual instruction for science was administered to the experimental group in 3 weeks (60 minutes, three times per week). During this period the control group received routine program. before and after the experiment, the two groups were assessed by an achievement test in three parallel forms.ANOVA showed that virtual instruction could increase both learning and recalling in the experimental group.Virtual instruction can increase the amount of science learning and recalling can be applied as an effective teaching method for students with hearing impairment in educational settings.
Roqayyeh Asadi Gandomani; Abbas Nesaian; Parviz Sharifi Daramadi
Volume 2, Issue 8 , February 2012, , Pages 99-116
Abstract
The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad ...
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The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad city, Alavian school), all of whom were selected as sample. Descriptive and deductive methods(independent T test) were applied for data analysis. Findings show that there is no significant relationship between attachment parenting style and theory of mind in intellectually disabled students that gave correct or incorrect responses (p</005) to assignments.
saeed mohammadi molod; javad mesrabadi; Ramin Habibi-Kaleybar
Abstract
The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic ...
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The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions on learning disorders; the meta-analysis method was performed. The statistical population of the present study was all available studies on the effectiveness of educational, therapeutic and psychological interventions on types of learning disabilities (including dyslexia, dysgraphia, and math disorders). After applying the entry and exit criteria, 128 research were selected as sample. Of these studies, 623 effects size were extracted and analyzed by CMA2 software. The results showed that the combined effect size of educational and therapeutic interventions on learning disabilities was significant in both fixed and random models (P≤0.001) and, based on interpretative criteria, a large amount was evaluated. Also, the results of evaporation and independent t-test showed that the effect of age and gender as moderating variables was not significant (P≤0.001). Therefore, it can be concluded that educational and therapeutic interventions have very good efficacy and the variables of gender and age of the subject have no effect on the effectiveness of interventions.
Mohammad Aghayinejad; maryam chorami; ahmad gazanfari; tayebeh sharifi
Abstract
The purpose of this study was to determine the effectiveness of a parent-centered intervention based on Incredible years on adaptive behavior of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population ...
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The purpose of this study was to determine the effectiveness of a parent-centered intervention based on Incredible years on adaptive behavior of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population included all educable intellectual disability students who were studying in special centers in Lordegan in 2018. Thirty people were randomly selected and assigned to two groups of 15 (experimental and control). The vinland Adaptive Behavior Questionnaire was administered to the two groups as a pre-test. Then the parents of the experimental group were treated to an incredible interventional program for 12 sessions and the control group's parents did not receive any intervention during this period. At the end of the intervention period and 3 months later, the Vineland Behavioral Test was again administered to the two groups as post-test and follow-up respectively. The obtained data were analyzed by repeated measures ANOVA using spss22 software. The results showed that there was a statistically significant difference between the performance of the two experimental and control groups in adjustment behavior (p <0.001). Therefore, it can be concluded that the intervention program of the incredible years was effective in improving the behavioral behavior of intellectual disability children and the subscales of occupational problems, socialization, communication and self-help dress , and the viability of the intervention program remained after 3 months.
leila farisabadi; masoomeh khosravi; parviz sabahi
Abstract
: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental ...
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: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental one based on the pre-post-Follow tests with a control group. The method for collecting data wasrandom sampling. In order to select samples, at first 2 schools from the special schools were randomly selected, then 30 students who had necessary criteria, were put in control and experimental groups. The tools used in this research were Wechsler Intelligence Scale for Children-IV, Matson Evaluation of Social Skills with Youngsters (MESSY), Vineland Adaptive Behavior Scales (Revised), and UNISEF program for communication skills and social problem solving training. In order to analyze data, multivariate analysis of variance with repeated measures was used. Results: The results showed significant differences on social adjustment (F=8.46, p<0.05) and academic achievement between the experimental and the control groups (F=13.48, p<0.05). Teaching these skills reduced inappropriate behaviors of educable mentally retarded students and increased their social adjustment in all subscales of Social Adjustment Scale Vineland (communication skills and social skills), it also improved their academic performance. Conclusion: The findings showed considerable impact of improving life skills. Communication skills training and social problem solving can be helpful in improving students’ social adjustment and their academic achievement.
Mizhgan Shoshtari; Ahmad Abedi; Fereshte Golshani; Razie Ahromi
Volume 1, Issue 2 , July 2011, , Pages 103-118
Abstract
Objective: The aim of the current research was to investigate the effectiveness of early interventions based on child-oriented games on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / Impulsivity disorder. Method: The research method was quasi-experimental ...
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Objective: The aim of the current research was to investigate the effectiveness of early interventions based on child-oriented games on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / Impulsivity disorder. Method: The research method was quasi-experimental with a pretest-post-test design. Statistical population included all the preschool boys with ADHD disorder in city of Isfahan of the academic year 1389-1390. 30 children with ADHD symptoms were selected via targeted sampling method and were randomly assigned to wither experimental or control groups (15 each). The research tool was the Connor’s parents questionnaire as well as clinical interviews. Interventions were applied in the experimental group. Obtained data was analyzed by analysis of covariance. Results: The results showed that the early interventions based on child-oriented games were effective on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / impulsivity disorder. Conclusion and Recommendations: By early identification and intervention with child–oriented play the symptoms of attention deficit / hyperactivity – Impulsivity disorder can be reduced and so prevention can be expected.